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EDUaATIONAL MONOGRAPHS 

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PUBUSHED BY THE 



%. ■ YLYi York College for the Traikikg of Teachers 



NICHOLAS MURRAY BUTLER, EDITOR. 



OL. II. No. 4. { ^'^'^'^^itr's^^on^ctr^a^t^^^"'' ! Whole No. 10. 

Domestic Economy 



AS A 



Factor in Public Education 

BY 

MRS. ELLEN H. RICHARDS, 

Instructor in Sanitary Chemistry, Massachusetts Institute of Technology 

• , \ 

\ 

JULY, 1889. 




New York: 9 University Place. 
London: Thomas Laurie, 28 Paternoster Kow. 

Issued Bi-Mo»THiiT] [$1.00 Peb Annum 



M^noT^I* 



^-v luJ 



,^^ 



Copyright, 1889, 
College foe the Training of Teachers. 



Entered at Stationers' Hall. 



Domestic Economy as a Factor in Public 

Education. 



The Public School of the American Commonwealth is a 
somewhat unique development in the educational institu- 
tions of the human race. Founded for all the children of 
the community, supported by the public funds in order to 
secure a constant succession of good citizens, that the 
state might be sure of being sustained, the school taught 
those subjects which were thought to best prepare for 
citizenship, the schoolmaster was to supplement, not sup- 
plant home training. With this common aim, the children 
of those who ploughed in the fields were sent to sit at the 
same desk as the children of those who were the intellect- 
ual leaders of the community. The equality of mind thus 
recognized was typical of the spirit of the early common- 
wealth. At a time when every man could load a gun, 
build a log house or a palisade, and every woman could 
spin and weave the cloth from which she fashioned the 
garments of her family, there was little need of manual 
training or domestic economy. It was the highest ambi- 
tion to have the children furnished with the intellectual 
weapons which would enable them to take, in due time, a 
leading place in the community. Thus the public school 
was a factor, next to the ''meeting," in the elevation of the 
people. Grown men and women used the few weeks of 
winter when work was less pressing, for an intellectual ad- 
vancement which was always recognized as fitting them 
for public duties, giving to them better language for the 



Ii6 Domestic Economy as a Factor ' [4 

town meetings, more skill in debate, a reputation for quick- 
ness at figures. This was the condition of affairs only 
forty years ago, in the home of the public school, the com- 
monwealth of Massachusetts. But the first act of the 
general court in 1642, not only enjoined upon the muni- 
cipal authorities the duty of seeing that every child was 
educated so as to read and write, but also that "all 
parents and masters do bring up their children and appren- 
tices in some honest, lawful calling, labor, or employment, 
either in husbandry or some other trade profitable for them- 
selves and the commonwealth." As Horace Mann so well 
stated the bearing of this early law: '* Thus were recognized 
and embodied in a public statute the highest principles of 
political economy and of social well-being — the universal 
education of children and the prevention of drones or non- 
producers among men." 

The aim of education is now what it was then, to make 
good citizens, and those subjects which will best conduce 
to this end should be taught in the public school. 

Times change and methods must change with circum- 
stances. People no longer travel by stage coach, why 
should children be taught in the school just what their 
stage-coach travelling grandfathers were taught.'^ The 
citizens of the future are now in the schools. They are in 
just that stage of development in which they can most 
readily imbibe higher ideals of life and be influenced to 
better ways of living: shall the best thought of the time be 
withheld from them for fear that they shall know more 
than their fathers or that they shall become too revolution- 
ary in their homes ? 

In no branch of knowledge has there been greater ad- 
vance in the last fifty years than in that of public health. 
In no department of science can so much be accomplished 
for the general good with so little expenditure as in teach- 
ing the elements of sanitary science. 

It is no longer considered as necessary for a child to 



5] in Public Education. 117 

have measles and scarlet fever as to cut its teeth. It is 
no longer considered an essential part of life to have at 
least twenty or thirty days of illness in the year, but the 
community is beginning to learn that health and happiness 
are within reach of all who know and obey the laws of 
right living. Health and happiness mean competence and 
peace in the community. Good house-keeping and good 
cooking have the greatest influence on these factors in a 
nation's prosperity. 

The necessity of teaching something of sanitary law is 
recognized in the wide spread endeavor to introduce 
lessons on hygiene and temperance into public schools. 
But the attempt to teach topics insulated from their proper 
connections is oftentimes not only futile but disastrous. 
In these lessons harm instead of good not infrequently re- 
sults from ignorance of the real bearing of science as well 
as from over-zealous partizanship. Hygiene and temper- 
ance with a good ground connection in a course in domes- 
tic economy may safely receive the shock given by the 
most enthusiastic teacher. 

The elementary science lessons now given in so many 
schools form an admirable and sufficient ground work for 
the consideration of the effect of foul air and dust on 
health. 

The present plea is for a connected and systematic 
course in general science which should be given to both 
boys and girls as a preparation for the practice work or 
manual training which is now so generally conceded to 
be an essential concomitant of an education, as is shown 
by. the establishment of schools where boys may gain con- 
trol of all their faculties and thus become well balanced 
men. It is quite time to consider what can best effect the 
same result in the same degree for girls. 

The subject chosen must be broadly educational and at 
the same time capable of manual demonstration. It must 
be universally applicable to all conditions of life. The 



Ii8 Domestic Economy as a Factor [6 

writer has no hesitation in saying that the science of do- 
mestic economy rightly interpreted fulfills all of these 
conditions. And here, as in all manual training, the science, 
or educational element, should be distinguished from the 
art. 

While sympathizing heartily in the work of the cooking 
schools so successfully established, the writer sees the 
same element of danger lest they should be considered as 
an end instead of a means, as has been the case in the 
schools of carpentry. In a word they should **not teach 
how to make a living but how to live." To do this efYec- 
tually the foundation should be broadened ; just as the 
course in carpentry has developed into the manual training 
school, so should the eminently successful cooking school 
develop into a course in domestic economy. All the work 
of the school should be in harmony and the cooking should 
no longer be considered an outside affair, an interloper, a 
crowder out of more important studies but all the teachers 
should cooperate to make most effective the practical les- 
sons. 

The topics required are all taught in some fashion in 
most schools, so that this plea is not for the introduction 
of new subject matter but for the simplifying and correla- 
tion of what is now attempted so that the result may be a 
valuable educational development mentally and morally 
instead of a useless hodge-podge of isolated facts with no 
effect in the after lives of the pupils. 

. The attempt to introduce new subjects into an existing 
curriculum is often like setting up with great labor discon- 
nected posts which enclose nothing and support nothing, 
instead of building upon a foundation a complete and use- 
ful structure. In education each step should follow closely 
upon the previous one and the connection between all the 
branches of a subject should be clearly apparent to the 
pupil's mind. 

What then is a feasible plan for a course in Domestic 



7] in Public Edtication. 119 

Economy applicable to public school work? The teacher 
must bear in mind that the word economy as here used 
is not synonymous with parsimony. Better living, better 
health in consequence of better cooking", means economy 
to the state in the general capacity of its citizens ; brain 
workers quite as much as day laborers. 

The lessons in Domestic Economy should extend over 
four years from the ages of ten to fourteen or from twelve 
to sixteen. The writer prefers the younger limit. 

1st year : — Observations on the growth of plants and ani- 
mals, in the school-room. 

Sewing and knitting. 

Two hours a week of elementary science lessons. 

The study of oxygen, hydrogen and carbon and 
their relation to the life of plants and animals. 
2nd year: — Continued observation of plants and animals. 

Collection of seeds, and fibres, and woods in con- 
nection with geographical study. 

Sewing, cutting, and fitting. 

Two hours a week of elementary science lessons. 

Simple mechanism. 

Oxygen and carbon in their relation to fire and heat. 

Elementary Physiology. 
3rd year : — Completion of the museum of materials used in 
the house, with reading lessons and geographi- 
cal classification. 

One hour a week of elementary science, composition 
of food, starch, sugar &c. 

Two hours a week in the school kitchen. Practical 
lessons in the care of the fire and the cleaning 
and cooking of natural products, seeds, roots, 
and fruits. Simple applications of the laws of 
heat which have been learned before. Especial 
attention is to be given at this point to cleanli- 
ness, to orderly and systematic arrangement. 



120 Domestic Economy as a Factor [8 

One hour a week at this point should be given 
lessons on personal hygiene, temperance in 
eating as well as in drinking. 
4th year : — Collection of materials used in cleaning and 
repairing ; soaps ; substances used in taking out 
spots and stains — sewing materials — examples 
of skilled repairing. 
One hour a week of science lessons, on the compo- 
sition and cost of food materials, and the prep- 
aration of dietaries for different seasons of the 
year. 
Two hours a week in the school kitchen, beginning 
with the natural products prepared by the 
younger class; the lessons should be devoted to 
combining them into the more complicated 
dishes. The cooking of meats, preparation of 
soups and stews, the making of bread and break- 
fast and tea cakes; made over dishes. 
Suitable combination, seasonable marketing with 

appetizing serving, should follow. 
One hour a week, family hygiene and the care of 
the house. 
The course here outlined will in all require only one- 
fifth of the school time, and surely it is of one-fifth the value 
of the sum total of education. 

The plan proposed is no visionary one, but lest some 
reader should still be skeptical about the desirability of the 
manual or practice work and the introduction of so much 
science into the school kitchen, we will consider the ques- 
tion more in detail. 

The use of tools is acknowledged to be almost a distin- 
guishing attribute of civilized man, that thing which dis- 
tinguishes him from the savage, and the advocates of 
manual training often say that there is no reason why girls 
should not use tools as well as boys. But as a rule the 
needle is still held to be the tool of the woman as it was in 



gj in Public Education. 12 1 

the days of bead ornamentation and tapestry working. 
The use of tools is also recommended because of its value 
in developing the muscles, in making a part of physical 
training. 

Will any one venture to recommend the position of the 
seamstress at her work as hygienic ? as calculated to de- 
velop all parts of the body? as tending to an erect carriage 
or a firm step ? However valuable the use of the needle 
may be as an art, it cannot claim to be ranked very high 
as a factor in education. 

The preparation for needlework, the science of cutting 
and fitting, is properly a branch of drawing and geometri- 
cal application, and as such is rightly considered within 
the scope of the school, but even that is of limited value in 
increasing physical and mental growth. 

The workshop as arranged in the best schools for man- 
ual training, leaves little to be desired in the way of the 
best exercise for all the muscles; watch a boy at the bench 
and see how in the progress of his work every muscle from 
head to foot is called into play and with this advantage 
over the gymnasium, that it is all unconsiously done, the 
boy's mind being on his work. The mental stimulus 
which the boy receives from the workshop has been abun- 
dantly proven. 

What can take the place of the workshop in the educa- 
tion of girls? Educators are every where clamoring for 
physical education for girls as a necessity, and yet no 
general effort has been made to give the girls a chance at 
the work-bench, although some schools have done so. It 
is an additional expense for one thing and since after all, 
the school is utilitarian to a certain extent, that subject 
which is useful as well as educational will find a readier 
foothold. 

But along with the use of tools in the development of 
civilized man came another advance, as marked, and not 
less important, i. e. the cooking of food. In all the march 



122 Domestic Economy as a Factor [lo 

of civilization the two have gone hand in hand. The 
' savage woman built the house as well as cooked the food. 
Man has taken the building off her hands, but the cooking 
still remains her province. What training does she re- 
ceive for this most important office, an office not less im- 
portant to the welfare of the community than the use of 
tools } 

Can cooking, the use of kitchen tools, be placed on a 
level with the use of workshop tools, as a means oi mental 
and physical training.^ Let the skeptic go into one of the 
school kitchens and see the girls standing at their benches, 
with the measuring cup and scales, instead of a foot rule, 
with the moulding board and rolling pin instead of the 
plane, the dough for a loaf of bread instead of a piece of 
pine board, their hands the most effective tool of all. Let 
him watch their graceful unstudied motions as they tidy 
up the desk while the prepared dish is cooking ; let him 
note their bright faces as the soup is tasted, and then tell 
w^hether there is no value in the work as a physical devel- 
opment and a mental exercise in judgment, exactness and 
neatness, if the ''executive faculty, the most important 
of all our powers in the practical work of life" is not called 
into play by the bringing of the preparation of materials 
and cooking within the specified time } 

As, in the case of the workshop, after the fundamental 
principles are learned, the pupil has the satisfaction of 
making a table or a chest of drawers, in order that he may 
more clearly see the bearing of each separate process, so 
the girl prepares a set of dishes, as a tangible evidence 
that she has understood the principles involved, not mere- 
ly for the sake of making the dish. 

Consider for a moment the scientific principles which 
are called into play in the preparation of so simple a dish 
as a steamed pudding. First a fire is built. The kindling 
point of coal is at so high a temperature that the heat of a 
match is not sufficient to ignite it, therefore some wood is 



ii] in Public Education. 123 

first set on fire. But this cannot be lighted by the heat of 
a match unless it is in shavings or fine splinters which will 
in their turn give heat enough to set on fire the larger 
pieces, and this will heat the coal so that it will burn. None 
of these substances will burn unless they have sufficient 
oxygen to combine with the carbon and hydrogen which 
they contain. If they do not burn there will be no heat, 
hence the amount ■ of air which passes through the wood 
and coal must be regulated by the drafts of the receptacle 
in which the combustion is going on, i. e. the stove. Too 
much air will carry the heat produced by the union of the 
oxygen and carbon and hydrogen up the chimney. After 
a fire is well started, steam to cook the pudding is required. 
A pan of water is set over the fire, and by means of the 
conducting power of the metal of which the pan is made 
the water is heated. First little bubbles of air are so ex- 
panded by the heat as to rise to the surface and escape; 
then some of the water nearest the metal is so heated that 
it becomes gaseous and rises in large bubbles to the top 
where the bubbles are cooled to water again, and seen to 
disappear. Soon however the top becomes heated by 
these bubbles of steam so that they" escape as steam carry- 
ing with them the heat which was required to form them; 
this heat is given up to any cooler substance with which 
the steam comes in contact and so it becomes heated. 
While the water is coming to this temperature, the dough 
is to be prepared. Wheat flour is used, because it contains 
all the substances which are needed for the nutrition of the 
human body. Starch and some fat to be combined with 
oxygen in the tissues to furnish the heat needed to keep 
the body from ten to one hundred degrees warmer than 
the outside air, according to the season, and to furnish 
some of the tissues with food which they need. Flour also 
contains gluten and some other nitrogenous substances 
which not only enable the cakes made from flour to be- 
come light, i. e. porous, because of its glutinous character, 



124 Domestic Economy as a Factor [12 

but also to furnish nitrogenous material for the repair of 
the muscular tissues and probably to fulfil some other as 
yet unknown office in the economy of the human body. 

The flour being good for food in itself must be made 
digestible and palatable, the three requisites in any food. 
Flour being dry must be moistened, therefore water is 
added in just such quantity as will be taken up by the 
starch grains and swell them but not allow them to be- 
come pasty. But the saliva must penetrate every particle 
of starch with its change-producing ferment, and while 
savage man ate parched grain, chewing it a long time, 
civilized man prefers a quicker method and so makes the 
mass of cooked flour porous with the aid of carbonic 
acid gas introduced either by the use of a ferment yeast, 
or more quickly by a chemical preparation of baking 
powder. When the batter is heated all through to the 
boiling point of water, 212° F, the gluten is stiffened so 
that the mass is elastic, the starch has taken up the water 
and become dry. The pudding has now to be taken out 
and served with some flavored sauce. 

The school girl who has had the elements of chemistry 
and physics which are often taught as abstract subjects, 
summed up and applied to the making of a simple dish, 
has had her mind awakened to the relations and inter- 
dependence of things, as no other training now given can 
awaken it. 

The objector may say that a pudding made by practiced 
hands is just as good as one made by the hands which are 
actuated by all this brain knowledge. It is quite true, but 
the advocates of manual training as a factor in education 
turn their eyes first of all and chiefly, to the effect on the 
child (not to the results as shown in the work accom- 
plished, for the sake of results only) for the proof that 
the training has been successful in that which it aimed to 
accomplish, namely a result on the mind of the child. 

Often the most effective lessons are those which are 



13] in Public Education. 125 

indirectly learned. Thus not the least of the many values 
of the training in the cooking school is the indirect one of 
neatness, cleanliness, and promptness. 

This effect cannot be better expressed than it has been 
by a master in science. '* A fact discovered by a child for 
himself through his own direct observation becomes a part 
of his being, and is infinitely more to him than the same 
fact learned by hearsay or acquired from, a lesson book. 
The idea of discovery should be encouraged in every way 
among children. We should remember that to them the 
whole of nature is an unknown world into which their 
young souls, timidly or adventurously as the case may 
be, advance. If we can help them to push forward boldly 
and see things for themselves we do them an inestimable 
service, not only adding to the joy of their childhood but 
kindling for them a light that will illumine them all their 
future life."^ 

The training has been so far tried in two different places 
in the curriculum, in the grammar school and in the high 
school. At present, I am unhesitatingly in favor of be- 
ginning at the earlier date. The age of ten or twelve is 
my own preference, for several reasons. 

First : — The child of ten or twelve is still observant, 
even if she has been so unfortunate as to miss the early 
training of the kindergarten. She is still retentive in mem- 
ory, without effort, especially in regard to things which 
she sees and handles herself. 

Second : — The experience so far gained has shown that, 
as a rule, the younger children (twelve to fourteen years 
of age) very readily appreciate and very deftly perform 
the house-keeping part of the lesson. They wash the 
dishes and put them in place with a zest which is wanting 
in the case of the older girls. 

Third : — At twelve she needs pleasant bodily occupation 
rather than prolonged mental work. 

1 The Teaching of Geography, Archibald Geikie, page 8. 



126 Domestic Economy as a Factoj^ [14. 

Fourth : — She needs a mental distraction, an interest 
outside herself, an interest in things and an illustration of 
the power of mind over matter ; a control of the forces 
of nature. An inquiry into the reasons of things is of 
great benefit to the growing girl. At an age when dolls 
begin to be thrown aside, let the child begin her prepa- 
ration for womanhood by practicing that most fascinating 
of all rainy day plays, playing cook, but under the eyes of 
the judicious teacher. 

The work to be laid out in the school kitchen corre- 
sponds very well with the course in the workshop. 

First the preparation and the clearing away, the care 
of the fire, the tidy ways of the kitchen, in short, the 
house-keeping part. Then the construction of single 
parts, simple boiling, broiling, and baking. Finally the 
preparation of a whole and its orderly arrangement, mix- 
ing, flavoring and combining of dishes. Whether these 
three parts shall all be combined into one course, or 
whether there shall be two or three separate courses ex- 
tending over as many years at less frequent intervals de- 
pends upon circumstances. For the elementary instruction 
in the grammar school two years at least are needed for 
the best development of the science. It would then seem 
wiser to follow the natural order and arrange for the 
younger children to take that most essential part of the 
lessons, the housekeeping part, either as a morning lesson, 
preparing the materials for the afternoon class to combine 
into dishes, or a certain number of them to serve at the 
same time that the other lesson is taking place. 

The first plan would seem to be preferable, since all con- 
fusion should be avoided and all distraction of the mind 
from the work in hand. Also there should always be time 
allowed for the full performance of the work, for, as in all 
science teaching, the child should never be told what is to 
happen. She should see for herself what will take place 
under given conditions. 



15] in Public Education, 127 

When however one teacher has to oversee two sets of 
workers a loss of power is unavoidable. Two teachers, 
one for each class of workers would of course solve the 
difficultv. In anv case care must be taken not to crowd 
too much into a single lesson and especial care must be 
taken to have each lesson a preparation for the next, that 
there may be a clear and orderly progression from begin- 
ning to end. There is a limit to the absorbing powers of a 
child's mind. 

If however the lessons on domestic economy are delayed 
until the pupils are in the high school, the first endeavor 
must be to bring into line whatever of science training they 
have had ; their interest must be awakened in the applica- 
tions of the laws they have learned in their school labora- 
tories. For them the school kitchen is only another kind 
of chemical laboratory. They should be already familiar 
with the use of the thermometer and with the properties of 
starch and sugar so that they may at once begin the prep- 
aration of food and the study of its composition. In case 
of a possibility of a three years course in the high school 
the third year should give an opportunity for the class to 
combine the foods prepared by the other classes into a 
suitable dinner with the refinements of service, and with 
careful calculations as to cost of materials and of prepara- 
tion. 

So little attention has been paid to the science of cook- 
ing there is a wide field here for original work. 

In all this discussion the reader will bear in mind that 
the standpoint is that of the public school, and the aim is 
an educational one throughout, just as much as if the topic 
under consideration were the teaching of Arithmetic or 
Geometry. It is the development of the child in character, 
in mental ability, in more strength by means of the train- 
ing advocated. It is not the production of a skilled class 
of workers in one line. 

This distinction should be borne in mind constantly, be- 



128 Domestic Econo^ny as a Factor [i6 

cause there are trade schools in cookery just as there are 
trade schools in carpentry and metal working. Both are 
admirable for certain purposes, such as giving free instruc- 
tion to the children of the poor or affording an opportunity 
to those who wish to make a better living ; or offering 
advantages to grown people to improve their condition, or 
opportunities to acquire useful knowledge. 

It has been very difficult to prevent the two forces of 
philanthropy and education from collision over this matter, 
and at the risk of being tedious the writer must emphasize 
the distinction again as a reason for the comprehensiveness 
of the course on domestic economy which at first sight 
may seem to be absurdly extended so as to cover all the 
sciences. But where do all the sciences meet if not in the 
home, the centre of all activity, the pivot about which re- 
volves comfort, health and happiness, or sickness, poverty, 
and heartache } Upon the education of the American 
school girl depends the future of the American home. 

The science of home life should keep pace wdth the im- 
provements in outside affairs. At a time when all the food 
products of the world may be found in the markets of any 
city and when electric lighting and steam heating are 
common in dwellings, the housekeeper needs a corres- 
pondingly broadened education. 

At present it will be difficult to find teachers fully 
equipped for carrying out the ideal course in domestic 
economy, but the demand will bring the supply. 

Colleges and scientific schools are waking up to the 
needs of the time, and courses in physiology, hygiene, and 
sanitary science are being established with reference to the 
requirements of such teaching. 



I/] in Public Education. 129 



APPENDIX. 



NEW JERSEY STATE BOARD OF EDUCATION. 

[Extract from the report of the Special Committee on Manual Training, submitted 
February 7, 1889.] 

Cooking. — Instruction in cooking may be begun in the 
lowest grammar grade. Instruction in cooking should be 
connected as much as possible with instruction in other 
subjects. In schools where natural science is taught a 
particularly close connection can be established. 

The instruction begins with the making and care of fires 
and the chemistry of combustion; then proceeds to the 
principles and practice of food preparation, by boiling, 
broiling, stewing, roasting, etc. The class room work 
should include talks on the chemistry, of foods, the relative 
nutritive power of various foods, and questions of food 
economy, etc. 

The instruction should be given twice a week, in lessons 
an hour in length, throughout the grammar grade. A 
room must be set apart and fitted up for this instruction. 
A class of twenty can be easily instructed at one time, and 
the cost of equipment for such a class is about $8o.OO. 
The materials used will cost on an average $i.oo per 
lesson. 

BOSTON, MASS. 

The School Committee having voted to permit girls of 
certain schools to attend tile schools of cookery established 
in North Bennet Street and Tennyson Street, provided 
that the parents or guardians of the pupils so request in 



I30 



Domestic Economy as a Factor 



[i8 



General 
direction of 



Sessions. 



Number of 
pupils to a class. 



Discipline. 



writing", it was decided that such pupils should attend the 
cookery schools on probation and under certain regulations 
prescribed by the Committee on Manual Training School. 

Among these regulations are the following : 

These schools shall be under the general 
direction of the Committee on Manual Train- 
ing School so far as the attendance of classes 
from the public schools is concerned. 

The morning sessions of the schools of 
cookery shall begin at a quarter-past nine 
o'clock and close at twelve o'clock ; the after- 
noon sessions shall begin at two o'clock and 
close at four o'clock. 

Fifteen pupils shall be the standard number 
to one class. The classes will alternate morn- 
ing and afternoon sessions. 

The discipline of the Boston School Kitch- 
en No. I, shall be under the direction of the 
principal of the Winthrop District ; and the 
discipline of the North Bennet-Street School 
shall be under the direction of the principal of 
the Hancock District. Any disorderly con- 
duct on the part of pupils shall be reported to 
the principals of the schools from which such 
pupils come. 

The absence of pupils shall be reported to 
the principals of the schools from which they 
come, and shall be recorded as absences from 
the regular classes of the grammar schools ta 
which such pupils belong. 

The tardiness of pupils shall be reported ta 
the principals of the schools from which they 

come. 

Each principal shall send to the teachers of 
the schools of cookery, class-rolls containing: 



Disorderly 
conduct. 



Absence of 
pupils. 



Tardiness of 
pupils. 



Class-rolls. 



19] iJi' Public Education. 131 

the names, ages, and residences of the pupils 
in each class sent from his school. 

Pupils attending the schools of cookery Qualification 
must have sufficient intelligence to keep a ° p^^p^s. 
recipe-book. 



NEW HAVEN, CONNECTICUT. 

[Extract from the report of Superiutendeut S. T. Dutton for 1888.] 

Cooking. — When one year ago it was suggested that 
the Board add instruction for girls in Domestic Ecomony, 
it seemed hardly possible that a public sentiment would 
be developed sufficiently strong to secure the necessary 
action. But such has been the case, and Miss Emma 
Poison, who has taught classes the past year with marked 
success at the rooms of the Young Women's Christian 
Association, has been secured as instructor. The ladies 
of the above named Association having tendered the use 
of the rooms at a nominal rent, the Board voted to try the 
experiment there, and appropriated $i,ooo for that pur- 
pose. Classes of girls will attend one-half day each week 
from the ten grammar schools in the same manner as the 
boys attend the Manual Training School. 

These several forms of industrial education may all be 
considered as valuable in two ways, (i) for mental discip- 
line, (2) iox practical utility. While it might be difficult to 
justify them for the latter reason, it is the prevalent opinion 
that they can be defended on educational grounds. That 
wood-working, sewing and cooking are of immense prac- 
tical importance is certainly no argument against their 
adoption as an integral part of a school training. 

It may be admitted that during one period in the history 
of schools it was permitted to teach anything but what 
was immediately useful. That time has passed. It is now 
conceded that if the useful arts can be taught so sys- 
tematically as to train and discipline the highest powers 



132 Domestic Economy as a Factor [20 

of mind and character, there is no sound reason for neg- 
lecting them. It is moreover agreed that the best interests 
of human society and the welfare of the State as related 
to thrift, industry and morality require that something be 
done in the schools to establish good habits and stimulate 
the domestic virtues. During the past year the cities of 
Boston, Springfield, New York, Philadelphia, Baltimore 
and Washington have made rapid progress in providing 
facilities for instruction in Manual Arts. In countries 
abroad, still more complete and thorough provision is 
being made in this line. England, Belgium and France 
have taken important steps toward giving an industrial 
character to public education. These facts are straws to 
indicate the drift of public opinion. Is it not possible that 
we still have much to learn and much to accomplish before 
we have a perfect and complete school system } 



NEW YORK CITY. 

[Extract from a report on "Manual Training in the Common Schools," submitted to the 
Board of Education, by the Committee on the Course of Study and School Books, June 
29, 1887.] 

Resolved, That in the Girls' Grammar Schools, cooking 
should be taught in the Third and Second Grades. 

Resolved, That the instruction in cooking should be 
under the direction of special teachers, who should be 
licensed, employed and paid in the manner now provided 
for special teachers. 

A. Estimate of expense (not including salaries of new 
teachers or expense of supervision) of introducing manual 
training, as recommended, into all the schools, and main- 
tenance the first year : 

Kitchen outfit, $200 per Dept., 60 Depts., 12,000 00 

Kitchen supplies, 100 '' " 60 '* 6,000 00 

B. Estimated expense, (not including salaries of new 



2i] hi Public Ediccation. 133 

teachers or expense of supervision) of maintenance of man- 
ual training in all the schools in the next succeeding years: 
Kitchen, 10 per cent of outfit, $1,200 00 

Kitchen supplies, 6,000 00 



NEW YORK COLLEGE FOR THE TRAINING OF 

TEACHERS. 

[Extract from Circular of Information for 1889]. 

DEPARTMENT OF DOMESTIC ECONOMY. 

The instruction in this department includes Cooking 
and Sewing. The Primary objects of the Cooking Course 
are to stimulate investigation, to develop the power of 
accurate observation, and to lead the pupils to put to 
practical use in the preparation of food their knowledge 
of the natural sciences. Throughout the entire course the 
students are instructed in the Chemistry of Cooking and 
Food Nutrition, by means of lectures illustrated by charts 
and a food-museum. There is also a prescribed course 
of reading, and lectures on Domestic Economy, including 
all matters relating to the care and hygiene of the house- 
hold. There are no demonstration lessons, the work 
in the cooking laboratory being entirely practical. The 
course of study includes ten lessons on each of the fol- 
lowing subjects : the principles of cooking with practical 
illustrations, plain cooking, preparation of fancy dishes, 
cooking for the sick, and a course of lessons intended 
to teach the most economical methods of choosing and 
preparing food. This course occupies four periods a week 
during the senior year. 

MODEL SCHOOL. 

Grammar Grade. — Cooking is begun in this grade, 

and includes some information regarding the chemical 

composition and relative nutritive power of various foods ; 

combustion and the making of a fire ; measuring materi- 



134 Domestic Economy as a Factor [22 

als and the elements of cookery ; the application of this 
knowledge in the making of bread, soups, biscuits, tea, 
coffee, etc., and in the proper methods of preparing fish, 
meats and vegetables for use as food. 



INSTITUTE OF TECHNOLOGY. BOSTON, MASS. 

Instruction of great value is given in Sanitary Chemistry 
in a course which consists mainly of laboratory work. A 
special laboratory has been equipped for the purpose. For 
all who choose to pursue the subject, a minimum amount 
of work is laid out, consisting of a study of the methods in 
common use for the Chemical Examination of air and 
water, of milk and of butter. Subsequently opportunity 
is afforded for the critical study of other methods of analy- 
sis, for the examination of other articles of food, and for 
the investigation of a variety of sanitary problems in which 
chemical questions are involved. 



VILLE de PARIS. 

ECOLES PRIMAIRES COMMUNALES DE FILLES. 
ECONOMIE DOMESTIQUE ET HYGIENE. 



COURS SUPERIEUR. 

- Une legon de trois quarts d'heure par semaine pendant 
laquelle les eleves pourront, tout en ecoutant le professeur, 
se livrer a des travaux de couture. 

PREMIER TRIMESTRE. 

EcONOMIE DOMESTIQUE. HYGIENE. 

Definition de 1 economic Definition de I'hygiene. 

domestique. Hygiene de I'habitation. 



23] 



Devoirs d'une 
de maison. 

Qualities d'une bonne 
menagere : ordre, economie, 
proprete, vigilance, etc. 

Budget. 

Comptabilite du menage : 
Garnet journalier, balance, 
equilibre du budget. 

Inventaire du mobilier. 

Loyer, Impots. Engage- 
ment de location ; bail, 
conge. 



in Public Education 
maitresse 



135 



Choix de I'habitation ; ex- 
position, salubrite. 

Ventilation, aeration. 

Entretien de I'habitation 
et du mobilier au point de 
vue sanitaire. 



DEUXIEME TRIMESTRE. 



Mobilier de I'appartement; 
choix et entretien. 

Distribution du travail de 
la menagere. 

Travaux d'entretien par 
jour, par semaine, par sa- 
son, etc. 

Conseils sur la maniere 
de faire un lit, de balayer, 
d' epousseter, etc. 

Meubles et ustensiles de 
cuisine, differantes especes 
de fourneaux. 

Allumage des feux. 

Entretien et allumage des 
lampes. 

Entretien des ustensiles de 
cuisine, de la vaisselle, etc. 

Combustible, — Donner les 
indications economiques sur 



Chauffage et eclairage au 
point de vue de I'hygiene. 

Aeration des locaux pour- 
vus d'un appareil de chauf- 
fage. 

Dangers des poeles dans 
les chambres a coucher, pre- 
cautions a prendre. 

Proprietes des differantes 
especes de combustibles, de 
leur influence sur I'appareil 
respiratoire. 

Divers modes d'eclairage. 

Des precautions a prendre 
dans I'emploi des lampes a 
essences minerales, des ap- 
pareils a gay, etc. 

Influence de I'eclairage sur 
la vue. Hygiene de la vue. 



136 



Domestic Economy as a Factor 



[24 



les differantes sortes de com- 
bustible, sur leur emploi. 

De la Cave. — Exposition, 
amenagement, soins a don- 
ner au vin, conservation. 



TROISIEME TRIMESTRE. 



Hygiene du vetement. 

Proprietes diverses des 
tissue : soie, laine, coton, 
toile, etc. 

Couleurs des vetements, 
leur influence. 

De la forme des vete- 
mente au point de vue de 
I'hygiene. 

Proprete du linge et des 
vetements, son influence sur 
la sante. 



Choix et entretien du linge 
et des vetements. 

Material necessaire aux 
travaux de couture. 

Emploi de la machine a 
coudre. 

Confection du linge et des 
vetements. 

Raccomodages divers : re- 
prisage, rapiegage, etc. 

Blanchissage. — M a t e r i e 1 
necesssaire au blanchissage 
et au repassage. Des differ- 
ants modes de blanchissage, 
lessive, savonnage. 

Conseils pour laver le 
linge, le plier, le repasser. 

Des differantes sortes de 
taches et de la maniere de 
les enlever. 



' Le professeur rendra aisement cette legon attrayante : 
elle doit reposer I'eleve des etudes plus difficiles et 
plus abstraites qui exigent un effort soutenu de I'esprit. 
L'economie domestique est en quelque sorte la relation 
journaliere des occupations de la femme dans son menage. 
Presque toutes les jeunes filles reconnaitront dans ces 
legons les principes qu'elles voient appliquer chaque jour 
dans leur famille ; mais sur lesquels il faut insister pour les 



25] 



in Public Education. 



m 



leur faire observer. Rien n'est nouveau, par consequent 
rien ne sera difficile pour elles dans cette science toute 
feminine qui parait si naturelle a la femme qu'on s'etonner- 
ait presque de devoir la lui enseigner. 

Nous conseillons au professeur d'accompagner ses le- 
gons d'exemples pris dans la vie usuelle et de parler aux 
yeux des eleves au moyen de dessins executes sur le 
tableau noir. 



COURS COMPLEMENTAIRES. 

Une leQon de line heixre et demie par semaine. 

PREMIER TRIMESTRE. 

ECONOMIE DOMESTIQUE. HYGIENE. 

Revision des matieres etu- Revision des matieres etu- 

diees pendant I'annee pre- diees pendant I'annee pre- 
cedente au cours superieur. cedante au cours superieur. 

DEUXIEME TRIMESTRE. 



Alimentation. 

Viandes de Bou- 
cherie. 

Yolaille, gibier, j^ 
poisson,lait,beurre 
oeufs. 



Choixet 
qualite. 



Hygiene de I'alimentation. 

Proprietes nutritives des 
aliments, leur digestibilite. 

Boissons ; alcools. — De la 
sobriete. 

De I'usaee des fruits. Pre- 



Boissons. — Vin, biere, ci- cautions a prendre en cas 



dre, eau potable. 

Principes element aires de 
la cuisine. Pot-au-feu, roti, 
sauces et assaisonnements, 
cuisson des legumes. 

Provisions dii menage. 

Beurre, oeufs, huiles, etc ; 
confitures et conserves. 

Conservation des legumes 
et des fruits. 



d'epidemie. 

Danger des fruits verts. 
Falsification des aliments. 



138 



Domestic Econofiiy as a Factor 
TROISIEME TRIMESTRE. 



[26 



Dujardinage. Son utilite 
€t son agrement. 

De I'utilite des engrais. 

Distribution du jardin. 
Culture des arbres, des le- 
gumes, et des fleurs. 

Le Jardin medicinal. 

Savoir vivre. Des lettres 
officielles, petitions, etc. 

Conseils pour quelques 
ceremonies. 



Hygiene dti corps. — Ablu- 
tions, bains, soins de pro- 
prete. 

Sommeil, exercise, repos. 

Preparation de tisanes et 
de quelques medicaments. 

Petite pharmacie du men- 
age. 

Precautions a prendre en 
cas d' epidemics. 

Vaccination et revaccina- 
tion. 

Maladies et accidents. 

Soins a donner aux mala- 
dies et aux convalescents. 



Dans ces leQons theoriques d'economie domestique, le 
professeur devra faire intervenir les eleves qui sont exer- 
cees a tour de role a I'enseignment pratique du menage 
(chaque jeudi, par serie de dix pour la cuisine, et dix pour 
le blanchissage et repassage). II leur demandera d'ex- 
pliquer a haute voix, a leurs compagnes, les operations de 
cuisine et de blanchissage auxquelles elles auront pris 
part dans la lec^on precedente. Cet exercice aura le 
double but d'habituer les eleves a s'expliquer clairement 
sur des questions simples et faciles, en meme temps 
qu'il les forcera a preter plus d'attention a des operations 
qu'elles s'attendront a decrire devant toute une classe. 



COURS D' APPLICATION. 

CUISINE — NETTOYAGES — BLANCHISSAGE. 
Ces cours ont pour but de completer par des exercices 



2/] VI Public Education. 139 

pratiques les notions theoriques donnees aux jeunes filles 
dans le cours d'economie domcstique, de leur en montrer 
I'application et de leur donner le gout, sinon le science 
complete du menage, si necessaire a toutes les femmes. A 
Taide de ces legons et des principes qu'elles y auront 
puises, elles pourront rendre des services dans leur famille 
et perfectionner par I'experience et par la pratique les 
premieres connaissaiices qu'elles auront acquises. 

Les cour d'application ont lieu le jeudi, de huit heures 
et demie a deux heures, du ler octobre au ler juin dans 
toutes les ecoles qui possedent un cours complementaire. 

Division en Deux Cours. — lis se divisent en deux 
cours: 1° Le cours de cuisine, confie a une maitresse cuisin- 
iere ; 2° Le cours de blanchissage, repassage, nettoyageSy 
etc. J confie a une maitresse blanchisseuse. 

Ces deux cours sont diriges et surveilles par deux des 
adjointes cJiargees du cours complementaire. 

DUREE DE Chaque Serie DE CoURS. — Chacun de ces 
cours sera suivi par dix eleves environ et comprendra huit 
lemons. Sa duree est done de deux mois par serie de 
vingt eleves. 

Les eleves des cours de cuisine passeront au cours de 
blanchissage au bout des deux mois de cours et recip- 
roquement, de facon a prendre part, en quatre mois a tous 
les exercices du cours de cuisine et du cours de blanch- 
issage. Du ler octobre au ler juin, quarante eleves envi- 
ron devront done recevoir I'enseignement menager. 

Local. — Le cours de blanchissage et de repassage 
pourra avoir lieu dans le preau convert. On y amenagera 
des tables sur des treteaux, des planches a repasser, des 
fourneaux a gaz pour chauffer les fers, des baquets pour 
laver le linge, une armoire pour renfermer I'outillage. Le 
materiel volant sera enleve apres chaque lecon. 

II serait a desirer qu'une piece speciale fut affectee a 
I'enseignement de la cuisine. A defaut de cetta piece, il 
faudra se contenter de la, cantine de 1 ecole, a condition 



140 Domestic Economy as a Factor [28 

que cette cantine soit assez vaste, bien aeree, blen eclairee 
et en dehors du logement de la concierge. II sera neces- 
saire de menager dans cette cantine une space specialement 
reserve aux ustensiles de la cuisine du jeudi, qui ne doivent 
en aucun cas servir a la cantiniere, et d'y placer une 
armoire fermant a clef pour y serrer la vaisselle et les 
provisions de menage. 

COURS DE Cuisine. — Le cours de cuisine comprendra 
I'achat des provisions necessaires au dejeuner et dont la 
liste est fixee d'avance par le menu du jour^, la tenue du 
carnet de depenses, la preparation et la cuisson des ali- 
ments, la mise du convert. Toutes ces operations devront 
etre decrites au fur et a mesure de leur execution. Cette 
premiere partie de la legon durera de huit heures et demie 
a midi. Les eleves, ainsi que la maitresse, dejeuneront en- 
suite et jugeront ellesmemes de la qualite des mets con- 
fectionnes par elles. (Elles apporteront de chez elles leur 
pain et leur vin.)^ 

Apres le dejeuner, tout devra etre remis en ordre, la 
vaisselle lavee, les ustensiles de cuisine nettoyes. Les 
deux 'maitresses adjointes feront chacune pour la section 
qu'elle aura surveillee un resume oral des operations du 
jour pendant lequel les eleves prendront des notes, qu'elles 
auront a rediger pour la legon suivante en les accompag- 
nant du compte de la depense et du prix de revient de 
chaque plat par convive. 

On trouvera plus loin huit menus d'ete et huit menus 
d'hiver. On y verra designes des accommodements de 
viandes froides tels que : miroton, hachis, croquettes etc. 
Ces accommodements des restes de la veille sont si neces- 
saires dans un menage que Ton ne devra pas s'arreter a la 
difficulte qu'ils presentent necessairement dans un cours 
qui n'a lieu qu'une fois par semaine. Un pot-au-feu, fait le 
mercredi a la cantine de I'ecole, permettra de conserver 

1 Trois eleves accompagnees de la maitresse cuisiniere et sous la surveillance d'une 
maitresse adjointe iront chaque jendi faire les provisious du jour. 

2 Les dix eleves du cours de blauchissage devront apporter leur dejeuner. 



29] i^i Piihlic Education. 141 

pour le lendemain un mor ceau de boeuf bouilli qui sera 
accommode par les eleves de la classe de cuisine. 

COURS DE BLANCHISSAGE ET DE NETTOYAGE — L'emploi 
du temps des cours de blanchissage et de nettoyages, est 
egalement regie pour chaque legon. La directrice del'ecole 
comprendra la necessite de procurer aux eleves quelques 
objets mobiliers a nettoyer. Le materiel de I'ecole en 
fournira d'ailleurs em certain nombre. 

Chavue eleve de ce cours apportera les quelques objets 
de linge qu'elle devra laver et repasser. 



PURDUE UNIVERSITY, LAFAYETTE, IND. 

[Extract from Annual Catalogue.] 
SCHOOL OF DOMESTIC ECONOMY, 

FIRST TERM, FRESHMAN YEAR. 
October 3. Lecture — Home-Making. 

" 4. Lecture — Our KitcJien Intei^ests. 

5 . L E C T UR E — The A rt of Cooki?ig, 
" 6. Lecture — Bread- Making. 

" 10. Practice — Bread-Making, including yeast," 

Ferment, Dough. 
'' 17. Practice — Fermentation of Dough, Baking 

of Dough, Cooking and Care of Bread. 
" 24. Practice — Graham Bread, Fancy Rolls 

and Twists ; German Coffee Cake. 
" 31. Lecture — Boiling, Simmering, Stezving. 

November 7. Practice — Soup Stock, Beef Tea, Plain 

Soup. 
** 14. Practice — Boiling Meats and Vegetables. 
" 21. Practice — Stewing Meats and Vegetables. 
" 28. Lecture — Broiling and Roasting. 
December 5. Practice — Broiling Meats and Poultry. 
•' 12. Practice — Dressing Poultry, Larding. 
'' 19. Practice — Dressing Meats and Poultry. 

SECOND TERM, SOPHOMORE YEAR. 

January 9. PRACTICE — Making Omelets, and Cooking 

Eggs. 
" 16. Practice — Cooking Cereals, and Making 

Coffee, Tea and Chocolate. 



142 Domestic Economy as a Factor in Public Education. [30 



January 23. 

- . 30. 

February 6. 
13. 
20. 



March 



March 
April 



Lecture — Frying. 

Practice — Fryin.q- Oysters, Ham, Chicken, 

Potatoes and Mush. 
Practice — Baking, BoiHng, Frying, and 

Scolloping Fish. 
Practice — Making Fruit, Custard, and 

PvUglish Pies. 
Practice — Making Puddings, and Pudding 

Sauces. 
Lecture — Mixing and Seasoning. 
Practice — Making Chicken, Vegetable, 

and Fruit Salads. 
Practice — Making Croquets, Stews, and 

Hashes. 
Practice — Setting Tables, and Serving 

Food. 

THIRD TERM, JUNIOR YEAR. 

Lecture — Hoiischold Management. 

Practice — Housework. 

Practice — Laundry Work. 

Practice — Selecting Meats and Family 

Supplies. 
Practice — Handling Milk and Cream, 

Making and Taking Care of Butter. 
Practice — Boning Turkey and Chicken. 
Practice — Making Cake. 
Practice — Delicate Desserts. 
Practice — Making Candy. 
Lecture — Social Etiquette and Usages of 

Society. 
June 4. Practice — A High Tea and Sociable. 

This work may be taken by students already in the 
University, without interfering with their regular course of 
study. 

A Special Course of Instruction will be arranged for 
those who desire to come to the University and devote 
their entire time to the study and practice of Domestic 
Economy. This Special Course will include daily instruc- 
tion and practice for a term of eleven weeks, commencing 
January 9th, 1888. 



May 



27. 
5- 

12. 
19. 



26. 
2. 

9- 
16. 

23. 

30. 

7- 

H- 

21. 

28. 



College for the Training of Teachers 

9 UNIVERSITY PLACE, 

NEW YORK CITY. 



3peeial Qourses of Iijstruetiop 



IN 



DOMESTIC ECONOMY for TEACHERS, 

l^e-Opep ^eptef^h(ir 24, 1889. 



Teachers Manual of Instruction J5 cents ^ 

Ptipils Lesson Cards, per set 0/20 2^ cents 



COURSES OF STUDY IN COOKING AND 
SEWING FURNISHED. 



For information address 

Registrar of the College for 

the Training of Teachers 

9 University Place, New York. 



AND 



J. ¥. 



KINDERGARTEN aohool pf.™fsi!° 



SUPPLIES 



7 East 14th St. 
New Yoek. 



G-USTAV E. STECHEBT, 



-impoetee of- 



Foreig'ii Books and Periodicals, 

828 BROADW^AY, NEVV^ YORK. 



Catalogues of Second-hand Books will 
be sent gratis on application. 



English, French and German Monthly- 
Bulletins of New Books. 



Taw AKrrMTTQ • (Leipzig, Hospital Strasse 10. 

tSKAiNH^rtH.^. -^London, 26, King William St., Strand, W. C. 



AN'S EXC 



NCE. 



TEACHERS' BUREAU (For both Sexes). 

Supplies Professors, Teachers, Governesses, Musicians, etc., to Colleges, Schools, 
Families and Churclies, also Bookkeepers, Stenograpliers, 
Copyists and Cashiers to Business Firms. 
Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. 

ElMER & AMEND, 

205, 207, 209, 211 THIRD AVE., NEW YORK. 

Importers and Manufacturers of 

CHEMICAL APPARATUS and STRICTLY CHEMICALLY 

PURE CHEMICALS. 

All kinds of Testing Apparatus, Reagents 
and Bottles. 

SPECIALTY. — Outfits for acids, chemicals and apparatus for quantitative and quah.- 
tafeive laboratories of Colleges, Universities and High Schools. 

WEBSTER'S UNABRIDGED DICTIONARY. 

WITH OR WITHOUT PATENT INDEX. 

Features unequaled for concise information include 

A Biographical Dictionary 

giving brief facts concerning nearly 10,000 Noted 
Persons of ancient and modern times, 

A Gazetteer of the World 

locating and briefly describing 25,000 Places, and the 
Vocabulary of the names of Noted 

Fictitious Persons and Places. 





3000 more Words and nearly 2000 more Il- 
lustrations than any other American Diction- 
ary. " Invaluable in Schools and Families." 



Webster is Standard Authority in the Gov't Printing Ofrice, and with the U.S. Supreme Court. It 

is recommended by State Sup'ts of Schools of 36 States, and by the leading College Presidents. 

Published by G. & C. MERRIAM & CO., Springfield, Mass. Illustrated Pamphlet free. 



THK JOURNAL 



OF 



Industrial Education 

is pnblislied in CMcago, and represents the work being 
done in that line all over the West and Northwest of 
the United States. The work of the Kitchengardens in 
the Mission Schools, the Industrial Art Schools held 
for boys, discussions on Domestic Economy in Public 
and Private Schools and all movements connected with 
Manual Training in both Public and Private Schools 
are described and advocated in the Journal. Persons 
interested in Manual Training who reside in the West 
should subscribe to the Journal which fills a field in 
journalism hitherto unoccupied in that part of the 
country. All information given relating to Manual 
Training. 

Subscriptions, One Dollar per Year in advance. 
Advertising Rates furnished on application. 
Subscriptions payable to 

Mes. CHARLES HENROTIN, 

OE 64 Bellevue Place, 

Mes. CLARA DOTY BATES, Chicago, III. 

The Ontario, 

North State Street, 

Chicago, III. 



The Prang Course of Instruction 
in Form and Drawing. 

This course is the outgrowth of fifteen years* experience 
devoted to the development of this single Subject in public 
education, under the widest and most varied conditions. 

It differs widely from all the so-called '' Systems of Draw- 
ing" before the public. 

The aim or object of the instruction is different. 

The Methods of teaching^ and the Work of pupils are 
difierent. 

The Models* Text-books, and materials are on an entirely 
different Educational plan. 

The results in Schools are widely and radically different. 

It is the only Course based on the use of Models and Objects 
and for which Models have been prepared. 

The Course prepares directly for MANUAL Training. 
Many of the exercises are in themselves elementary exer- 
cises in Manual Training. 

THE PRANG COURSE has a much wider adoption in 
the best schools of the country than all the ''Systems of 
Drawing" put together. 

More than two millions of children in public schools are 
being taught FORM AND Drawing by The Prang Course. 

PRANG'S NORMAL DRAWING CLASSES. 

■ These classes have been established for giving the very 
best kind of instruction in Drawing through home study 
and by correspondence. All teachers can, through these 
classes, prepare themselves to teach Drawing in their schools. 
I@^Send for Circulars in regard to PRANG'S COURSE 
OF INSTRUCTION IN FORM STUDY AND DRAW- 
ING, and also in regard to PRANG'S NORMAL DRAW- 
ING CLASSES. Address, 

THE PRANG EDUCATIONAL COMPANY, 

BOSTON. 



EDUCATIQNAL MONOGRAPHS 



PUBLISHED BT THE 



New York College for the Training of Teaohers 



NICHOLAS MURRAY BUTLER, EDITOR. 



Vol. IL No. 4. { ="^^'^^irr»--dctrl^t^er"^' \ Whole No. 10. 

Domestic £conomy 



'v1 



IN 



Public Education 



BY 



MRS. ELLEN H. RICHARDS, 

Instructor in Sanitary Chemistry, Massachusetts Institute of Technology. 



JULY, 1»89. 



New Yoke: 9 University Place. 
London: Thomas Laurie, 28 Paternoster Kow. 

Ibsukd Bi-Monthlt] [$1.00 Peb Annttsc 



EDUCATIONAL MONOGRAPHS 

Published under the auspices of the NEW YORK COLLEGE FOR THE 
TRAINING OF TEACHERS, and written by the foremost Educators and 
Public School Workers both in this country and abroad, furnish a series 
of papers to teachers on the Educational Questions of the Day. The papers 
are concise, clear and comprehensive, especial prominence being given to the 
Manual Training Movement. 

Six Monographs appear each year, and the subscription price is fixed at 
the extremely lovsr price of $1.00 per annum. 

The following have already appeared : 

I. A Plea for the Training of the Hand, by T>. C. Gilman, LL.D,, Presi- 

dent of Johns Hopkins University. — Manual Training and the Public 
School, by H. H. Belfield, Ph.D., Director of the Chicago Manual 
Training School. 24 pp. 
" For the student or teacher who is making a study of manual training this first number 

of the Educational Monograph Series is the best possible introduction to the subject." 

— Science. 

II. Education in Bavaria, by Sib Philip Magnus, Director of the City 

and Guilds of London Institute. 

III. Physical and Industrial Training of Criminals, by Db. H. D. Wey, 
of State Reformatory, Elmira, N. Y. 

IV. Mark Hopkins, Teacher, by Pbof. Levebett W. Spbing, of Williams 
College. 

V. Historical Aspects of Education, by Oscae Beownikg, M. A., of 

King's College, Cambridge. 

VI. The Slojd in the Service of the School, by De. Otto Salomon, 
Director of the Normal School at Naas, Sweden. 

VII. -VIII. Manual Training in Elementary Schools for Boys, by 
Prof. A. Sluys, of the Normal School, Brussels. 

IX The Training of Teachers in Austria, by Dk. E. Hannak, Director of 
the Pddngogium at Vienna. 

X. Domestic Economy in Public Education, by Mrs. Ellen H. 
Richards, of Mass. Institute of Technology. 
Tbe following are nearly ready : 

The Teaching of History, by Dr. Edward Channing, of Harvard Univer- 
sity. 

Objecuons to Manual Training, by Col. Francis W. Parker, of Cook 
Co. (111.), Normal School. 

Extent of th? Manual Training Field, by Prof. C. M. Woodward, of 
Wa^^hington University, St. Louis, 

Graphic Methods in Teachmg, by Charles Barnard, Esq., of Chau- 
taiiqua T. C. C. . ^ ^ 

• Elementary Science in Schools, by Prop. W. Lant Carpenter, of London. 

The Jewish Theory of Education, by Prof. Henry M. Leipziger, Direct- 
or of the Hebrew Technical Institute. 
Monographs will also be written by PKOF. FRIEDKICH PAULSEN, of the University 

of BerlSi- PROF A. SALICIS, of Paris; PRESIDENT W. P. JOHNSTON, of Tulane Uni- 

?Lsf^y SOTERINTENDENT JAMES MacALISTER, of Philadelphia; SUPERINTENDENT 

JOHN E BRADLEY, of Minneapolis ; PROF. RAY GREENE HURLING, of New Bedford, 

^'^^ Leaflets are also issued from time to" time, giving information on specific educational 
topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2-cent stamp. 
Superintendents and others ordering a quantity are offered a liberal discount. 

The payment of 50 cents wiU entitle any person to receive all the Leaflets that 
may be issued for one year. They will be sent by mail promptly as issued. 

For Monographs or Leaflets, address, enclosing postal note or money order, payable to 
the New York College for the Training of Teachers. One and two-cent stamps may also be 
sent. 

Registrar of the College for the Training of Teachers. 

9 University Place, New York City. 



HAMMACHER, SCHLEMMER & CO. 
irf^abinet anil mmntt If^^rAwmt^ 

209 BOWERY, - - - NEW YORK. 

TH« LARGEST ASSORTMENT of 

FINE MECHANICS' TOOLS 

in this country. 



TOOL CA.TALOOTJE, nearly 200 pages, wiU be 
sent prepaid on application. 

SEND. CO CENTS 



50 



and receive the Educational Leaflets for One Year. 
They will keep you informed as to the progress of 
Manual Training all over the world. 

ADDRESS, 

Registrar of the College for 

the Training of Teachers, 

9 University Place, New York City. 



CROSBY'S V ITALIZED P HOSPHITES 

From ths Kervs-giYing Principles of the Ox-brain and 
the Embryo of the Wheat and Oat. 

For twenty years has been the standard remedy with 
physicians w^ho best treat nervous and mental diseases. 

It aids in the bodily, and wonderfully in the mental, 
growth of children. There is nothing that so well de- 
velops the growth and regularity of the teeth and assures 
sound and wholesome teeth for after life. For the cure 
of nervousness and brain-fatigue, nervous dyspepsia, and 
sleeplessness, it has been used and recommended bv 
Bishop Potter, Bishop Stevens, President Mark Hopkins, 
Professor J. C. Draper, Sinclair Tousey, Bismarck, Glad- 
stone, and thousands of the world's best brain-workers. 

It i§ a Vital Pliospliite and not a Laboratory Pliospliale. 

56 W. 25tli St, N. Y. For sale liy Drnggists, or sent by mail, $1. 

Prepared according to the directions of Prof. E. N. Horsfobd. 

Especially recommended for Dyspepsia, Nervousness, 
Exhaustion, Headache, Tired brain and all • 
Diseases arising from indigestion 
and Nerve Exhaustion. 

This is not a compounded "patent medicine," but a preparation of the phosphates 
and phosphoric acid in the form required by the sj'stem. 

It aids digestion without injury, and is a beneficial food and tonic for the brain and 
nerved. 

It makes a delicious drink with water and sugar only, and agrees with such stimulants 
as are necessary to take. 

Descriptive pamphlet free. 

Rumford Clieniieal Works, Providence, R. I. 

» 

BEWARE OF SUBSTITUTES AND IMITATIONS. 

CAUTION.— Be sure the word " HORSFORD'S " is printed on the label. 
All others are spurious. Never sold in bulk. 



